Combating Imposter Syndrome and Burnout in Academia

Abstract

Faculty burnout is often a slow process, but stress levels in higher education have increased in recent years. This global issue is a crucial factor in career satisfaction, productivity, and engagement. Examining common triggers can help identify burnout risk earlier. In the current study, nearly half of respondents reported that they have considered leaving their current academic post because of burnout or stress. Another 40% of respondents believe their workload is too heavy. In fact, 62% of respondents reported working more than 40 hours weekly. Many factors impact workplace stress, including job satisfaction, which is associated with burnout. Additionally, student mental health and student academics were reported as contributing factors of workplace stress in the current study. Also reported as a workplace concern is imposter syndrome. Imposter syndrome is a common phenomenon in academia and is more prevalent among specific demographics, particularly those from lower socioeconomic backgrounds. In the current sample, nearly 45% reported experiencing imposter syndrome often or always, and another 32% reported that they sometimes experienced imposter syndrome. Without resolution, imposter syndrome increases risk factors for burnout. Self-care techniques and reframing can effectively increase confidence and decrease burnout probability. This study aims to identify more effective methods for self-care and thus reduce faculty burnout.